UNH Chosen to Become Part of SMTI Leadership Collaborative
By Jody Record, Campus Journal Editor
February 4, 2009
UNH is one of 27 universities chosen to participate in a national leadership collaborative working to strengthen science teacher preparation and to increase the number of science and mathematics teachers in each state.
Sixty-one institutions applied to be part of the National Association of State Universities and Land-Grant Colleges’ (NASULGC) Science and Mathematics Teacher Imperative’s (SMTI) Leadership Collaborative and 27 were chosen.
In December 2008, 73 NASULGC institutions committed to the idea of focusing attention on increasing the number of mathematics and science teachers they produce.
“Participating in this effort will provide us the forum for identifying needs for mathematics and science teachers in the state and region and to set short and long term programmatic goals for meeting those needs,” says professor Karen Graham, director of the Joan and James Leitzel Center, who will lead the UNH effort.
“We will be able to build on long standing partnerships and existing programs within the state and the region, share best practices, and network with similar institutions nationally.”
The SMTI hopes to show how universities can lead in addressing one of the nation's most critical education challenges.
“UNH has long been regarded as a national leader in science and math education for public school teachers. The Leitzel Center for Science and Math Education, directed by Karen Graham, has received numerous grants and contracts to help New Hampshire school districts improve their educational practices,” says Provost Bruce Mallory. “The selection of UNH to join the Leadership Collaborative as one of 27 land-grant research universities to lead efforts to improve science and math education is testimony to professor Graham’s and her colleagues’ good work.”
Selection to the leadership collaborative was based on an institution's Carnegie classification, geographic location, and commitment to the SMTI.
Other criteria included evidence of commitment from institutional leadership, minority- serving status of the institution and institutional participation in other national teacher preparation and service initiatives.